Key Attributes of the Biological Domain Children who are optimally self-regulated in the biological domain will demonstrate these key attributes:
physical health, which includes a robust immune system
sufficient energy on waking up, which is maintained through the course of the day
the ability to recoup energy after difficult experiences
the ability to remain calm amid distracting visual and auditory stimuli
the ability to follow healthy daily routines (e.g. healthy diet, sufficient exercise, required hours of sleep)
engagement in --- and enjoyment of --- physical activities, enabled by well-functioning motor systems that, for example, allow coordination of arms and legs and of eyes and fingers (Shanker, 2013, p. 1)
Commercially made borders limit extraneous visual material (e.g. bright commercially made borders and posters, mobiles).
As much as possible, use basic, natural light colours (e.g. cream, tan, grey) in the classroom to have a calming effect.
Keep clutter to a minimum (e.g. keep items organized in labelled bins, put items not being used our of sight in cupboards, and discard items that you have not been used for a year or two).
Cover the bottom of desk and chair legs with tennis balls if floors are uncarpeted. Glides with felt on the bottom specifically for this purpose are also available for purchase.
Arrange your classroom so that noise making activities are in one area and quiet activities in another. Separate areas by draping white or cream cotton over dowels to act as curtains.
If your classroom is in a location where outside noise is a problem, keep windows closed as much as possible.
Install a rubber strip around your classroom door to help reduce hallway noise.
Avoid the use of noisy fans, and turn computers off when not in use.
Use natural light as much as possible.
Plan seating arrangements that will encourage your students to remain calm and focused.
Provide quiet, calming areas where children can go when they need to down-regulate so that they can focus and be attentive (Shanker, 2013, pp. 20-21).
Classroom Management
To reduce the auditory distraction caused by a buzzer, consult with your principal about instituting a chime or music rather than a buzzer to signify school transitions.
Use objects such as drums, Tibetan gongs, singing bowls, or music (or techniques such as singing or clapping a pattern) to signify in-class transitions.
Keep your classroom schedule predictable to help students anticipate typical transitions throughout the day.
Consider using fidget toys, exercise bands, or worry beads to help students stay calmly focused and alert.
Observe your class over several days. Note times when a number of students seem to have difficulty transitioning from one learning event to another --- and need assistance to down- or up-regulate. Consider small changes (e.g. implementing physical activity sessions and games such as Simon Says) between these events and monitor their effectiveness. Observe student reactions, and continue to monitor and adapt to ease transitions.
Observe your students and note those who experience hypo- or hyper-arousal more often and for longer periods than their peers. Keep track of triggers and consider whether you can make modifications to make it easier for students to self-regulate.
Provide activities that allow for student choice. When students are highly engaged in a learning event, it is easier for them to maintain their focus.
Make your self-regulation techniques obvious to your students. Use age-appropriate vocabulary that will help them to understand and internalize the concept of self-regulation.
Try to establish a connection with your students' parents or caregivers and their community so there is continuity between self-regulation strategies used in and out of the classroom (Shanker, 2013, p. 21).
Set up sensory break spaces/stations that include calming, alerting, and heavy work strategies so that students are able to use the tools that they need to get back to that 'Just Right State' for learning (Pluth, 2008, pp. 31-55).
Other Ideas
Use what you have in your school's PE equipment room (scooter boards, skipping ropes, pylons, bean bags, etc.) and allow students to work in small groups to create an obstacle course.
Set up relay races that include scooter boards, different kinds of walks (bear, crab, etc.), skipping, hopping, running, bouncing a ball, etc.
Stand up desks are great for those that can't sit to do their work (Nelson, 2013).
Supports: Working With Parents For parents inquiring about ways to help their child better manage transitions at home, you might suggest that
if there is going to be a major transition, the parents talk about why it is happening and encourage the child to share his or her feelings about it.
the parents give as much notice as possible when there will be a change in routine, such as visitors arriving or when an anticipated activity has to be cancelled.
the parents provide an age-appropriate "countdown" to let the child know how much time he or she has remaining to enjoy an activity; this should lessen the upset experienced when it is time to stop and switch to another activity (e.g. when it is time to stop playing and get ready for bed) (Shanker, 2013, p. 13).
Key Attributes of the Biological Domain
Children who are optimally self-regulated in the biological domain will demonstrate these key attributes:
Interventions:
Strategies:
Enhancing the Classroom Environment
Classroom Management
Other Ideas
Supports:
Working With Parents
For parents inquiring about ways to help their child better manage transitions at home, you might suggest that
Self-Regulation: Calm, Alert, and Learning
Executive Function Interventions
How the Brain Adapts
Sensory Interventions in the Classroom
Brain Gains from Exercise